Being able to work efficiently with others is considered one of the critical skills demanded by project management employers once graduates enter the labour market. Assisting students to construct knowledge and skills with alternative viewpoints, improving communication skills and developing generic skills are some of the many reasons for including teamwork as a graduate attribute within the higher education curricula. Despite the emphasis exerted on developing teamwork skills, project management employers are often dissatisfied with graduates’ ability in working effectively in groups. Group-based assessments if designed appropriately have been widely recommended as a means to develop skills required for the world of work. However, group assessments are perceived as a challenging task for both students and educators. This systematic literature review aims to identify best practices for designing and administering group-based assessments in higher education. The paper undertakes a systematic analysis of 71 relevant and available studies on group-based assessments in higher education. Some of the critical themes that emerged from the results included group formation process, group size, team diversity, and inclusion of self and peer evaluations. Academics should be actively involved in giving regular feedback, training students about teamwork, and communicating their expectations to students. The study findings are useful to inform project management academics about process-related aspects that need to be considered to achieve the ultimate purpose of group-based assessments in polishing the job-readiness attributes of project management graduates.

This scoping review aims to explore the status quo of research on the employability of graduates within the context of project management education. More specifically, the study will capture and investigate the different approaches adopted by of higher education institutions in developing job-ready project management graduates. The paper contributes to the literature by providing insights into project management graduates’ job-readiness in order to inform higher education institutions, policymakers and future research.

Dr Roksana Jahan Tumpa

Enhancing Infrastructure Project Governance Practices and Strategies to Engage Stakeholders in Creating and Distributing Social Value

Infrastructure delivery is increasingly judged not only by what gets built, but by the societal value it generates along the way — yet how that value is actually governed, rather than simply promised, remains poorly understood. This study examines the governance practices that enable infrastructure projects to create and sustain social value, treating governance not as a static set of controls but as an active, relational practice through which purpose is defined and carried through the life of a project.

This paper won the PMI Best Paper Award and the IPMA best paper award for the track Projects and Society at European Academy of Management (EURAM) 2026 Conference.